『新东方在线托福听力』为托福考生准备了ETS托福TPO/Official 44 Con 1听力练习：Why does the student go to see the professor?原文题目答案解析，TPO/Official 44 Con 1听力原文范文音频翻译。

托福TPO/Official 44 Con 1听力原文Why does the student go to see the professor?【新东方在线】

旁白：请听一段学生和她的社会学教授的对话。

Narrator: Listen to a conversation between a student and her sociology professor.

教授：我很高兴你收到了我的信息能够赶来。

Professor: I'm glad you got my message and were able to make it.

But where are the other members of your group?

女生：他们实际上是在图书馆。

他们有一个生物实验作业今天下午晚些时候要交。

They have a biology lab assignment that's due later this afternoon.

So I'm here to represent the whole group.

但是……嗯…当我们收到你的邮件表示担心我们的研究项目时，我们有点困惑，我们原以为你会对我们的想法感到很高兴。

But... um... when we got your e-mail message about being worried about our research project, we were a little confused, we thought you were excited about our idea for the project.

教授：嗯，我认为这是一个很好的研究课题，但是当我仔细查看你们的实施计划时，我发现你们小组可能会遇到一些麻烦。

Professor: Well, I think it's a great research topic, but when I looked closely at your plan for accomplishing the research, I realized that your group was probably asking for some trouble.

我认为，你知道的，通过监测学生在图书馆学习，我们就能很好地理解人们的学习习惯等等。

I thought that, you know, by monitoring students studying in the library we could really get a good understanding of people's study habits and stuff.

教授：事情是这样的，我觉得你可能由于霍桑效应而有一个问题。

Professor: The thing is, I think you might have a problem because of the Hawthorne Effect.

教授：霍桑效应是一个技术术语，当研究人员的……嗯……或多或少忘记一个特定的变量，研究人员自身的变量。

Professor: The Hawthorne effect is a technical term for when researchers ... uh... more or less forget about a specific variable, the variable of the researchers themselves.

现在，学生们在图书馆里，他们会知道你是在观察他们，对吗？

Now, the students in the library, they are going to know that you are observing them, right?

所以你必须考虑你的存在对你正在观察的人将会产生的影响。

So you have to consider the effect your very presence will have on the people you are observing.

女生：但是……所以你认为……

我是说，我们的观察不会是个秘密。

I mean it's not like our observations would be a secret.

学生会很清楚地知道我们在做什么。

The students would know exactly what we would be doing.

我的意思是，我们会在图书馆外设置一个标志。

I mean, we'd put up a sign right outside the library.

当人们知道他们正在被监视时，他们的行为会变得不同。

When people know they are being watched, they act differently.

让我解释霍桑效应如何得名的……你会懂的。

Let me explain how the Hawthorne effect got its name and... well... you'll get the idea.

看，有一个叫做霍桑工厂的制造工厂。

See, there was a manufacturing facility called the Hawthorne plant.

研究人员进行了一些实验，看看什么条件能使工人最富有成效。

And researchers conducted some experiments there to see what conditions make workers the most productive.

教授：他们实验的变量之一是灯光。

Professor: Well, one thing they experimented with was the lights.

工人在明亮的灯光还是昏暗的灯光下工作更有效率？

Were workers more productive with bright lights or dim lights?

好了，情况是这样的，无论研究人员做了什么，工人的生产率都会增加。

Well, here is the thing, whatever the researchers did, the workers' productivity increased.

When the lighting was improved, productivity went up.

当光线变暗时，生产率再次上升了。

When the lighting was dimmed, productivity went up again.

教授：完全正确！所以最初，实验被认为是失败的。

Professor: Exactly! So initially the experiment was considered a failure.

但是后来研究者们意识到自己的存在影响了工人的生产力。

But then the researchers realized that their own presence had affected the workers' productivity.

工人们知道研究者们在看着他们，在这么多的关注下，他们觉得必须更加努力的工作。

The workers knew that the researchers were watching them, and with so much attention on them the workers felt compelled to work harder.

女人：哦，我想这真的可能是我们小组调查的一个问题。

Woman: Oh, I guess that really could be an issue with my group's research.

教授：是的，但是我不想让你再从头再来。

Professor: Yes, but I don't want to send you all back to square one.

所以你可以和你的小组成员开个会讨论一下这个问题。

So how about you set up a meeting with your group members and discuss this.

然后我们可以再次见面谈谈你的想法。

Then we can meet again and go over your ideas.

我认为我们应该能够找到一个方法来解决这个问题。

And I think that we should be able to figure out a way to get around the problem.

Why does the student go to see the professor?

In response to the professor’s questions, what does the woman say about Tom and Jane?

What had the group of students planned to research?

Listen to a conversation between a student and a university sociology professor.P: I am glad you got my message and we are able to make it. But…….where are the other members of your group? Tom and Jane? S: They are actually at the library. They have a biology lab assignment that’s due later this afternoon. So I am here to represent the whole group. But……when we got your e-mail message, about being worried about our research project, we were a little confused. We thought you were excited about our idea for the project. P: Well I think it’s a great research topic but when I looked closely at your plan for accomplishing the research, I realized that your group is probably asking for some trouble. What do you mean? I thought that……you know……by monitoring students studying in the library, we could really get a good understanding of people’s study habits and stuff. The thing is, I think you might have a problem because of the whaulthorn effect. S: The whaulthorn effect? P: The whaulthorn effect is a technical term for when researchers…….more or less for a gap for a specific variable, the variable of the researchers themselves. Now, the students in the library, they are going to know that you are observing them, right? So you’ll have to consider the effect your very presents will have on the people you are observing. S: But, so you think……I mean, it’s not like our observations would be a secret, the students would know exactly what we’d be doing. I mean……we put up a sign right outside the library. P: Yes, but that’s just it. When people know they are being watched, they act differently. Let me explain how the whaulthorn effect got its name and……well, you’ll get the idea. See, there was a manufacturing facility called the whaulthorn plant, and the researchers conducted some experiments there to see what conditions made the workers the most productive. S: What sort of conditions? P: Well……one thing the experimented with, was lights. Will workers more pronductive with bright lights or dim lights? Well, here’s the thing. Whatever the researchers did, the workers’ productivity increased. When the lighting was improved, productivity went up; when the lighting was dimed, productivity went up again. S: That doesn’t make a lot of sense. P: Exactly! So initially, the experiment was considered a failure. But then, the researchers realized that their own presents had affected the workers’ productivity. The workers knew that the researchers were watching them. And with so much attention on them, the workers felt compelled to work harder. S: Oh, I guess that really could be an issue with my group’s research. P: Yes, but I don’t want to send you all back to square one. So how about you set up a meeting with your group members and discuss this? Then we can meet again and go over your ideas. And I think that we should be able to figure out a way to get around the problem.

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